1. Developing Assessment Practice
an Inclusive Audit

2. A workshop designed to Discuss the basics of inclusive assessment
Introduce the assessment audit tool
Apply the audit to a sample assessment
Share ideas on good practice
Play with Canvas and several engagement tools.

3. Poll 1 https://padlet.com/linda_brown5/7sq0j9z1obes
When you hear Inclusive Assessment, what words come to mind?
We’ll post using Padlet:

4. Our Guiding Principle
“By its very nature, good assessment practice leads to an inclusive experience and to fewer individual accommodations.”

5. Conversely
“Poor practice is very unlikely to be inclusive.”

6. Inclusive Assessment = Accessible Assessment?
Yes and No Assessment practice should follow accessibility guidelines. It is however more than the sum of its parts and should also incorporate the many facets of inclusive learning and teaching.

7. What is meant by inclusive assessment within the sector?

8. Anglia Assessment Album, etc

9. A little help from our friends (1)
What features makes an assessment activity inclusive?
Constructive alignment between learning and assessment activity
Range and balance of assessment types / formats
Pre-assessment activities
Progression and practice / staged tasks
Strategic weighting
Limited choice of assessment methods
Good scheduling
Avoidance of over-assessment
Plymouth is a recognised leader in the sector for their work on inclusive assessment.
Our audit was influenced by their published research in the area.
Here is our response to this question

10. ARU Inclusive Learning & Teaching
In 2016, we developed a number of supporting resources
A checklist to gauge and refine teaching practice
A series of workshops
A VLE site with work-through exercises
A dedicated webpage

11. The moment you’ve all been waiting for: the Assessment Design Audit Tool

12. Audit the Assessment Brief
Please use the audit tool to critique the Sample Assessment Brief document. Make as many suggestions, changes, and tweaks as you like.

13. Group Activity: Fixing the Brief
Report observations; areas to be addressed; quick fixes; more long-term fixes, etc. Please go back to Padlet:

14. A little help from our friends (2): University of Wolverhampton
Writing a good assessment/assignment brief: Research shows that attainment levels can be associated with the quality of the assignment brief; students report that unclear and unwieldy briefs produce learner anxiety; students spend days trying to decode the brief rather than getting down to the assignment.

15. Top tips (cont)
We have taken the following characteristics of a good assignment brief from a selection of well-written ones:
Fit for the level:  be clear that the tasks set align with the module level
Clarity:  unambiguous sentences  and direct communication.  This is especially important for international students
Option-economic:  if you are giving students choices, keep them at a minimum
Helpful, warm tone: avoid officious language and negative instructions (e.g. you may NOT…)
Task economic: make the assignment appropriately manageable; avoid asking for lots of different things
Logical structure: relate the brief to the aims and outcomes of the module
Brief briefs:  short and to the point
Timely:  give students as much time as possible to prepare for the assignment
From University of Wolverhampton How to Guides

16. Any additions?
Consider your own top assessment tips (regarding briefs, tasks, etc):
Please write them on your post-it note and we'll add them to a whiteboard at
Or you can add them directly by going to the URL we'll provide.

18. The Finale http://tiny.cc/engage2017
Please tell what you think about its ease / difficulty / practicality of use? Any feedback along these lines is really useful.
Please use to report your feedback:

19. Anglia Learning and Teaching Inspiring Academic Excellence
Contact Anglia Learning and Teaching
Call: Web:
Author(s): Drs Linda Brown, Julian Priddle and James Trueman Version: 0617
Anglia Ruskin University, 2017
Any part of this presentation may be reproduced without permission but with attribution to Anglia Learning and Teaching and the author(s)
CC-BY-SA (share alike with attribution)
Inclusive Assessment June 2017